The Creative Mathematical Thinking Process

Vink, Isabelle C. de; Lazonder, Adrianus W.; Willemsen, Robin H.; Schoevers, Eveline M.; Kroesbergen, Evelyn H.

doi:10.1007/978-3-031-14474-5_11

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…The constraint identification technique did not lead to an improvement in domain‐general nor domain‐specific measures and even decreased convergent thinking during the experiment design phase. While the constraint identification technique proved effective in previous studies with adult samples (Medeiros et al., 2018; Scott et al., 2004), a parallel study found the technique to be ineffective for promoting children's mathematical convergent thinking skills (de Vink et al., 2023). It seems plausible that this technique is too complex for children aged 9–13, yet more evidence is necessary to validate such claims.…”

Section: Discussionmentioning

confidence: 98%

“…The research has been independently reviewed by the Ethics Committee Social Sciences (#ECSW‐2021‐08) of the Radboud University, and there is no formal objection. Based on our previous work (De Vink, Willemsen, Keijzer, Lazonder, & Kroesbergen, 2023), which used a similar statistical approach, we estimated that a sample of 170 children would yield a power of 95% in case of a small to medium effect size.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Strengthening Creative Problem‐Solving within Upper‐Elementary Science Education

Willemsen,

de Vink,

Kroesbergen

et al. 2024

Journal of Creative Behavior

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This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem‐solving skills within upper‐elementary science education. Five inquiry‐based science lessons with ample opportunity for creative problem‐solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition with instructional support (n = 107) or without (n = 134). Domain‐general and specific measures of divergent and convergent thinking were included, and reading comprehension as well as mathematical ability were taken into account. Repeated measures multivariate analyses of covariance revealed how all children improved in terms of domain‐general convergent thinking, with a larger increase for children who performed better in mathematics. This shows a promising premise for future research focusing on the domain generality of convergent thinking and for the potential of transfer across domains. No additional improvement based on instructional support was found and children did not improve in terms of divergent thinking. The constraint identification and random associations technique might not be suitable for elementary school children, yet future research is necessary to validate such claims. Meanwhile, teachers could possibly support convergent thinking by simply providing exercises for divergent and convergent thinking.

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Section: Discussionmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

Strengthening Creative Problem‐Solving within Upper‐Elementary Science Education

Willemsen,

de Vink,

Kroesbergen

et al. 2024

Journal of Creative Behavior

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“…Sehingga belum mampu mengoptimalkan pembelajaran yang dilakukannya. Siswa banyak yang pasif dalam belajar matematika, mereka tidak tertantang dalam belajar matematika (de Vink et al, 2023).…”

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Meningkatkan Kemampuan Pemahaman Perangkat Pembelajaran Berbasis Problem-Based Learning Melalui Pelatihan Interaktif Bagi Guru-Guru Sekolah Dasar

Haji,

Yumiati,

Zamzaili

2023

JMM

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Abstrak: Perangkat pembelajaran berperan penting bagi terselenggaranya pembelajaran yang berkualitas. Perangkat pembelajaran berbasis problem based-learning (PBL) mempermudah guru dalam menerapkan PBL dalam mencapai tujuan pembelajaran. Pelatihan ini bertujuan untuk meningkatkan kemampuan pemahaman guru tentang perangkat pembelajaran berbasis PBL di SD. Metode yang digunakan adalah pelatihan interaktif. Peserta pelatihan sebanyak 21 orang guru SDN 09 Kota Bengkulu. Evalusi kegiatan pelatihan menggunakan pretes, postes, dan angket. Hasil pelatihan sebagai berikut: (1) Terjadi peningkatan kemampuan pemahaman guru-guru SDN 09 Kota Bengkulu tentang perangkat pembelajaran berbasis PBL setelah dilakukan pelatihan interaktif sebesar 0,58 (58%) terdiri atas: a) Peningkatan perangkat pembelajaran sebesar 0,34 (34%) (bahan ajar 0,13 (13%), media pembelajaran 0,56 (56%), silabus 0,41 (41%), instrumen penilaian 0,47 (47%) dan b) Peningkatan kemampuan pemahaman problem based-learning sebesar 0,41 (41%). Respon siswa terhadap kegiatan pelatihan adalah sangat baik dengan skor 4,6 (skala likert 1-5). Hasil pelatihan sangat bermanfaat bagi guru-guru SDN 09 kota bengkulu dalam melaksanakan tugas sehari-hari di kelas..Abstract: Learning devices play an important role in the implementation of quality learning. Problem-based learning (PBL)-based learning tools make it easier for teachers to apply PBL in achieving learning objectives. This training aims to increase elementary school teachers' understanding of PBL-based learning tools. The method used is interactive training. The training participants were 21 teachers at SDN 09 Bengkulu City. Evaluation of training activities using pre-test, post-test, and questionnaires. The results of the training are as follows: (1) There was an increase in the understanding ability of teachers of SDN 09 Bengkulu City about PBL-based learning tools after interactive training by 0.58 (58%), which consisted of a) Increased learning tools 0.34 (34%), teaching materials 0.13 (13%), learning media 0.56 (56%), syllabus 0.41 (41%), assessment instruments 0.47 (47%) and b) Increased learning problem-based understanding skills by 0.41 (41%). The student response to the training activities was excellent, with a score of 4.6 (Likert scale 1-5). The training results were beneficial for SDN 09 Bengkulu City teachers in carrying out their daily assignments in class.

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